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BY- 



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WALTER GIDINGHAGEN, B. L., 

Professor of Pedagogy in Campbell University, 
Holton, Kansas. 



Education is the influencing of man by man, and it has for 
its end to lead him to actualize himself through his own 
efforts. —Rosenkranz. 



HOLTON 

THE HOLTON PRINTING & PUBLISHING CO. 

1S99 



1 



— 4— 

(&) The laws of mental growth. 

(c) What should be taught. 

\d) How to teach and how to manage a 

class. 

His Professional Qualifications. 

1. He should be able to manage well. 

{a) Tact is the ready perception of what 
should be done in any particular case; 
promptness and decision in doing, skill 
in choosing and applying the means. 

2. He should have a full knowledge of his work. 

3. He should be acquainted with the best 

methods of teaching. 

4. He should have thorough knowledge of edu- 

cational means. 

{a) He should have power to fix and hold 
the attention of his pupils. 

(b) He should have power of perceiving the 
wants of the learner and skill in meet- 
ing those wants. 

5. He should have the ability to impart in- 

struction in an interesting manner. 

6. He should be a wise legislator. 

7. He should be an efficient executive. 

8. He should be interested in the advancement 

of his profession. 

9. He should be progressive. 

10. He should be liberal in his views. 

His Moral Qualifications. 

1. He should be a good man. 



2. He should be impartial. 

3. He should love children. 

4. He should be sociable in his habits. 

5. He should be neat in his person. 

6. He should be honest and truthful. 

[a) To himself. 

[b) To his pupils. 

[c) To his patrons. 

7. He should be modest. 

8. He should be industrious and faithful. 

9. He should be conscientious. 

10. He should be heroic. 

11. He should be ideal. 

12. He should be persistent. 

13. He should have faith. 

Raub, pp. 243-262; Wickersham, pp. 305-326; 
White, pp. 17-41; Page's Theory and Practice (Payne) 
Chs. I, II, IV, Y, VI, XIII, XIV; Parker's Talks on 
Pedagogics, pp. 338-340; Baldwin, pp. 26-40; Patrick's 
Pedagogics, pp. 173-183; Tate's Philosophy of Educa- 
tion, pp. 238-254. 

Duties of the Teacher. 

Duties to Pupils. 

1. Physical wants. 

2. Intellectual wants. 

3. Moral wants. 

4. Esthetic wants. 

Raub, p. 153; Wickersham, pp. 326-330; Tompkins, 



— 6— 

pp. 15-21; Page, pp. 35-59; King's School Interests 
and Duties, pp. 45-51; Parker, pp. 345-354. 

Duties to the Parents of His Pupils. 

1. He should seek frequent opportunities of 

intercourse with the parents. 

2. He should explain his plans to parents when 

necessary. 

3. He should encourage parents to visit his 

school frequently. 

4. The teacher should be frank in all his rep- 

resentations to parents concerning their 
children. 
Page, pp. 296-303; White, p. 54; King, pp. 13-16. 

Duties to the Community. 

1. He should interest the community in the 

school work. 

2. He should cultivate the acquaintance of the 

citizens of the community. 

3. He should seek the co-operation of his 

patrons. 

4. He should be frank with his patrons. 

5. He should cultivate a school sentiment in 

the community. 
Kaub, pp. 157-160; White, pp. 56-58. 

Duties to His Profession. 

1. He should adorn his profession by his skill 

and scholarship. 

2. He should dignify his profession by his per- 



sonal character. 

3. He should avoid being dogmatic. 

4. He should show a respect to his fellow 

teachers. 

5. He should seek to elevate his calling. 

[a) He should attend a normal school or a 
college which sustains a department of 
pedagogy. 

{b) He should attend a summer school. 

{c) He should attend the teachers' institute. 

(d) He should visit other schools to gain 
professional information. 

(e) He should have a course of professional 

reading. 
(/) He should pursue systematically a 
course of general study. 
Eaub, pp. 160-164; Baldwin, pp. 26-36; Page, pp. 
319-343; Wickersham, pp. 331-339; School Laws of 
Kansas, Ch. 63. 



Duties of Pupils. 



1. 


Duties to themselves. 


2. 


Duties to one another. 


3. 


Duties to the teacher. 


4. 


Duties to school officers. 


5. 


Duties to visitors. 


6. 


Duties to the community. 



Duties of Parents. 

1. They should reciprocate the attempts of the 



teacher toward a mutual understand- 
ing. 

2. They should aid the teacher in the execu- 

tion of his plans. 

3. They should oversee home studies. 

4. They should visit the schools which their 

children attend. 

5. They should have their children attend 

regularly. 

6. They should make known all grievances to 

the teacher at any proper time. 

7. They should furnish written excuses in case 

of necessary tardiness, unavoidable ab- 
sence, or urgent demand for coming 
home during school hours. 

8. They should give the teacher their sympathy. 
King, pp. 11-42. 

Duties of School Officers. 

1. They should select proper school sites. 

2. They should build comfortable and beauti- 

ful school houses. 

3. They should provide all needful supplies for 

the teacher. 

4. They should employ competent teachers. 

5. They should supervise and visit the schools. 

6. They should encourage educational senti- 

ment in the community. 
Kaub, pp. 167, 168; White, pp. 49-54; King, pp. 
55-70; Wickersham, pp. 351-355. 



School Requisites. 

The Sclioolhouse and Grounds. 

1. The sclioolhouse site should be a high and 

healthful place. 

2. It should be a quiet place. 

3. It should have beautiful surroundings. 

4. The earth should be heaped up underneath 

the floor of the sclioolhouse. 

5. The school ground should be sodded with 

blue grass. 

6. Every school ground should have some shade 

trees. 

7. The drinking water should be pure. 

8. The outbuildings should be kept clean. 

9. There should be a board or gravel walk from 

the front gate to the sclioolhouse door; 
also from the sclioolhouse door to each 
outhouse. 
10. There should be a woodshed in which to 
keep kindlings and dry fuel. 

The Schoolroom. 

1. The room should be twenty-seven feet by 

thirty feet for a quota of forty- five 
pupils, thereby giving to each pupil 
eighteen square feet of floor space. 

2. The height should be twelve or thirteen feet. 

Each pupil should have about two hun- 
dred cubic feet of air space. 



—10— 

3. The window lighting surface should equal 

one-fourth of the floor surface. 

4. The windows should reach to a point as near 

the ceiling as possible. They should 
reach down to within three and one- 
half feet of the floor. 

5. Light should be admitted through three or 

four windows at the left and two at the 
rear of the children. 

6. The windows should be shaded with a white 

or thin buff curtain merely to soften 
but never to shut out the light. 

7. There should be an abundance of black- 

board surface. It should be natural 
slate board. 

8. No blackboards should be placed between 

windows to try the eyes of the pupils. 

9. The teacher's desk should be in the opposite 

end of the room from the entrance. 

10. The schoolroom should contain no platform. 

It is merely an incumbrance. 

11. Seats and desks should be properly adapted 

to the size of the pupils. Single seats 
are preferable. 

12. The book-case may be placed in one corner 

and should be filled with books espec- 
ially selected for the pupils. 

13. The schoolroom should be supplied with 

beautiful pictures, dictionaries, globe, 
maps, etc. 



—11— 

14. The girls and boys should have separate 

clook rooms. 

15. Every school should be supplied with a wash 

basin, soap dish, soap and towels. 

Heating and Ventilation. 

1. The stove should occupy a corner, enclosed 

by a sheet- iron jacket. 

2. The jacket should reach within two inches 

of the floor and to the top of the stove. 

3. The brick flue should be double, having- one 

chamber about ten by twelve inches for 
smoke, and another about twelve by 
eighteen inches for ventilation. No 
one should suffer on account of heat 
radiated from the stove or pipe. 

4. Fresh air must be admitted underneath the 

stove by a duct from the outside, com- 
ing up under the stove, but inside the 
sheet-iron jacket. 

5. There should be an escape-air opening at the 

floor, and entering a heated chimney 
or duct. 

6. The temperature of the schoolroom should 

be about 70 degrees at five feet from 
the floor. 

7. Occasionally open doors and windows, and 

let the air change while pupils are 
marching or exercising. 
White, pp. 58-79; Proceedings of the National 
Educational Association, 1897, pp. 306, 996; Report of 



—12— 

State Supt. Kirk (Mo.), 1897, pp. 12-19; Morrison's 
The Ventilation and Warming of School Buildings; 
Raub, pp. 13-36; King, pp. 73-104; Tompkins, p. 77; 
Baldwin, pp. 42-47. 



School Organization. 

Preliminary Duties of the Teacher. 

1. Obtain proper qualifications. 

2. Study the school law in regard to 

[a) Teacher's certificate. 
(&) Teacher's contract. 

[c) Report to school officers. 

[d) Powers and duties of teachers. 

[e) Powers and duties of school officers. 

3. Learn to keep a school record. 

4. Secure a certificate. 

5. Apply for a school of the right kind. 

6. Make a definite contract. 

7. Visit schoolhouse in company with the 

board, if possible. Ascertain its con- 
dition and needed improvement. 

8. Secure a good boarding place with room to 

yourself. 

The First Day. 

1 . Reach the schoolhouse early. 

2. Have everything ready for the first day's 

work before the pupils arrive. 

3. Have your plan of work ready. A tempo- 



—13— 

rary program should be written on the 
blackboard. 

4. Assign work promptly. 

5. Be careful and patient. 

6. Permit pupils to retain such seats as they 

have chosen. It should be understood,, 
however, that if good order requires it, 
the teacher will make necessary changes 

7. Make no rules until the occasion is clearly 

urgent. 

8. Let it be known that your first classification 

is temporary. 

9. Grade your school as soon as possible. 

Opening Exercises. 

1. Their objects. 

{a) To provide a general exercise in which 
all shall be interested and which shall 
serve as an incentive to promptness and 
regularity of attendance. 

2. Their Characteristics. 

{a) They should be adapted to the school. 

(ft) They should be appropriate to the occa- 
sion and always spirited and brief. 

{c) They should be varied from time to 
time and should command the atten- 
tion of all. 

[d) They should attract rather than repel. 

[e) They should tend to permanent good 

and contribute to the building up of 
character. 



—14— 

3. Forms of Opening Exercises. 
[a) Singing. 
(&) Scripture reading. 
{c) Prayer by the teacher, or by teacher and 

pupils repeating the Lord's Prayer in 

concert. 

[d) A combination of reading, singing, and 
prayer. 

(e) Memory gems by pupils. 

(/) Short compositions, news items, bio- 
graphical sketches or an interesting 
story. 

Seating a School. 

1. General Principles to be Observed. 

(a) Regard the health and comfort of all. 
(&) Consider the convenience of the teacher 

in class management. 
(c) Consider the general discipline of the 

school. 

2. Method of Seating. 

{a) Seat with regard to sex, (always?) 

(&) Seat with reference to grade and size, — 

two pupils of different grades being 

assigned the same seat. 

Recesses. 

1. Two recesses of ten or fifteen minutes should 

be taken eachterf day. 

2. Pupils and teacher should associate at recess. 

3. The teacher should supervise the play of his 

pupils. 



—15— 

Daily Program. 

1. The daily program should afford the greatest 

possible economy of time for all. 

2. It should afford proper alternation of study 

and recitation. 

3. It should make a judicious distribution of 

the time for rest and exercise. 

4. It should provide a time for assisting pupils. 

5. It should provide a time for calisthenics and 

other physic ial exercises. 

6. It should give each subject its full time and 

no more. 

7. It should provide for home study and reading. 

8. Choose the morning hours for studies re- 

quiring severe mental labor. 
Note.— Examine program in White's School 
Management, p. 90. Prepare one for your school. 

School Signals. 

1. The signals should be few in number. 

2. Each signal should be necessitated by school 

work. 

3. Each signal should be significant. 

4. The movements should be made quietly and 

promptly. 

5. The signals should be well understood. 
White, pp. 58-104: Eaub, pp. 66-82; Mann's School 

Recreations and Amusements contains many useful 
suggestions. 



—16— 

Discipline. 

Objects. 

1. To train the moral perceptions. 

2. To secure correct moral action. 

3. To secure self-control as a habit. 

4. To promote study. 

5. To insure future usefulness by giving com- 

plete control and the riglit use of all 
the faculties. 

Conditions. 

1. A teachable spirit. 

2. Suitable accommodations and surroundings. 

(a) Pure air at a proper temperature. 

3. Suitable employment in amount and kind. 
4' A good teacher qualified by nature and edu- 
cation. 

Agencies in Securing Discipline. 

1. The teacher should promote discipline by— 
{a) Daily preparation for each duty. 
(&) So conducting himself as to command 

the respect of his pupils. 
{c) Providing proper employment for each 

pupil,— regular, sufficient, varied and 

suitable. 

[d) Providing a fixed time for each school 
exercise, including study and rest. 

[e) Eegularly examining the pupils' work 

and approving what is well done. 



—17— 

(/) Judicious use of the incentives to study. 

(g) Stimulating the moral nature of the 
pupil. 

(h) Studying the disposition of the pupil 
and turning the information to practi- 
cal account. 

(i) Holding pupils responsible. 

[j) Constant vigilance. 

2. The Teacher Should Prevent Breaches in 

Good Deportment by — 

{a) Avoiding all arbitrary rules and require- 
ments. 

(b) Avoiding multiplicity of rules. 

[r) Training himself in the social virtues. 

[d) So preparing his work that he can con- 
duct the exercise without the use of 
text-book or reference to notes. 

3. The Teacher Should Qualify Himself for 

Promoting Good Deportment by — 

(a) Securing a correct and adequate knowl- 
edge of the branches taught. 

(b) Securing, also, a knowledge of the rela- 

tive branches. 

(c) Securing a liberal culture. 

{d) Proper study of educational psychology. 

(e) Careful study of the disposition and 

habits of his pupils. 

How to Teach Others to Study. 

General Principles to be Observed. 

1. Consider the age, health, experience and 



—18— 

capacity of the pupil in assigning work, 
in the methods of instruction and the 
illustrations shown on the subject. 
2. Have a definite object in view at every step. 

2. Fix the pupil's attention by proper acquisi- 
tions and other incentives. 
[a) Such as will excite his interest. 
(&) Such as will lead to close observation. 

(c) Such as will awaken thought. 

[d) Such as will train (cultivate) the under- 
standing. 

(?) Such as require definite and complete 
statements in answering. 

4. Teach but one thing at a time with refer- 

ence to the work in hand. 

[a) See that distinct impressions are made. 

(b) See that the ideas gained are clear and 

definite. 

5. Separate the subject into properly related 

parts. 

[a) According to its simplicity. 

[b) According to the natural or logical order 

of dependence. 

6. Pursue a logical order in all your teaching. 

(a ) To secure more certain and rapid progress 
(&) To make the subject more easily under- 
stood so that it is more apt to be re- 
tained. 

7. Do not fail to require constant application 

of the knowledge gained. 



—19— 

Methods to be Observed by the Pupil in 
Acquiring Knowledge. 

1. Facts must be carefully observed and noted. 

2. Facts must be carefully discriminated from 

each other. 

3. Facts must be carefully analyzed and com- 

pared and results noted. 

4. All generalizations must be faithfully made. 

5. Anticipation of nature's truth should be 

cautiously indulged in. 

6. Learn to distinguish necessary and universal 

truths from those which are contingent. 

7. Find the wecessary and universal truths 

upon which is founded the particular 
subject under consideration. 

8. Demonstrate the particular truths which are 

contained in the axioms. 
Wickersham, pp. 164-175; Kaub, pp. 103 111. 

Incentives to Study. 

Nature of Incentives. 

1. Incentives should always be elevating in 

character and tendency. 

2. They should be continuous in influence. 

3. They should be based upon positive qualities 

rather than on negative. 

4. They should be such as call forth the best 

efforts of all. regardless of natural 
ability. 



—20— 

5. They should not be such as tend to promote 
selfishness. 

7. They should not be such as lead to unpleas- 

ant rivalry. 

8. They should not be such as appeal to the 

baser nature of the pupils. 

Application of Incentives. 

1. Any incentive to be of value must be applied 

with skill. 

2. Doubtful incentives may sometimes be used 

with success by skillful teachers, but 
should be used only in special cases, 
and should be avoided by inexperienced 
teachers. 

3. Incentives exerting only a temporary influ- 

ence should be avoided. 

4. The teacher should be governed by circum- 

stances in the use of incentives. 

5. Some incentives may be used by some teach- 

ers successfully and prove detrimental 
with others. 

Kind of Incentives. 

1. Artificial Incentives. 

ia) Prizes, medals, class honors, etc. 

[b) Privileges,— holidays, honor seats, etc. 

(c) Immunities,— exemptions from tasks, 

etc. 
Objections to the use of prizes. 
[a) The offer of a prize gives undue promi- 



-21— 

nence to a comparatively unworthy 
object. 

(5) The pursuit of a prize engenders a spirit 
of rivalry among the pupils. 

{c) The hope of gaining a prize stimulates 
only a few, while the many become in- 
different. 

[d) There is much difficulty in awarding 
prizes justly. 

{e) The prize rewards success, not effort; 

talent, not worth. 
(/) It often so intensifies effort to gain the 

coveted prize as to endanger health and 

future usefulness. 
(g) The prize system subordinates the will 

to selfish motives. 
2. Natural Incentives. 

[a) Desire for good standing. 

(6) Desire for approbation. 
(c) Desire for knowledge. 
{d) Desire for efficiency. 

[e) Desire for self-control. 
(/) Desire for future good. 
{ff) Sense of honor. 

[h) Sense of right. 
(?) Sense of duty. 

White, pp. 130-188; Page, pp. 154-185; Raub, pp. 
91-103; Wickersham, pp. 125-163: Baldwin, pp. 103-112; 
Tompkins, pp. 186-189; Patrick, pp. 167; Parker, pp. 
367-372. 



—22— 

The Objects of the Recitation. 

From the Standpoint of the Teacher. 

1. It enables the teacher to estimate the abil- 

ity and progress of his pupils. 
{a) By testing the pupil's knowledge. 
(&) By inspecting his work. 

(c) By watching his intellectual growth 

and method of thought and directing 
the same. 

(d) By enabling him to know whether the 
pupil comprehends the lesson. 

2. It enables the teacher to illustrate and am- 

plify the lesson. 
[a) By explaining difficult points. 
(&) By multiplying facts and thus impress 

them. 

[c) By giving opinions of authors other than 

the one whose book is used. 

[d) By suggesting new arguments and train 
of thought. 

[e) By proper use of apparatus and natural 

objects. 

3. It enables a teacher to find time and place — 

(a) For correcting errors in fact, thought 

and expression. 
(&) For making necessary criticism. 
(c) For rendering proper assistance when 

needed. 
{d) For assigning subject-matter for new 

lesson. 



—23— 

4. It enables the teacher to keep before the mind 

of the pupils proper incentives. 
{a) By making learning attractive. 
(&) By urging them to renewed efforts. 
(c) By giving proper praise when praise is 

due. 
{d) By encouraging the despondent. 

5. It enables the teacher to impart proper 

moral instruction. 
{a) By calling attention to, and impressing 
moral truths and principles. 

(b) By promoting the formation of correct 

moral habits. 

From the Standpoint of the Pupils. 

1. It enables the pupils to tell what they know 

and thus — 
(a) Cultivates the power of expression. 
{b) Trai ns the mind to act rapidly and with 

ease and precision. 

(c) Tends to make concise and exact speak- 
ers and writers, if the exercises are 
properly conducted. 

2. It brings the mental powers into active, 

practical exercise. 

3. It enables the pupils to acquire self-confi- 

dence — 
[a) By expressing their opinions in public, 

thus overcoming timidity. 
{b) By receiving the criticisms of others 

and thus learn to think carefully before 



—24— 

speaking in order to be correct, thereby 
avoiding criticisms. 
Wickersbam, pp. 175-184; Raub, pp. 111-115; Pat- 
rick, pp. 144-153; Page, pp. 137-153. 

The Purpose of the Recitation. 

(By Dr. W. T. Harris.) 

1. To draw out each pupil's views of the subject. 

2. To test the crudeness or thoroughness of 

grasp of the subject. 

3. To correct his ideas by the more compre- 

hensiveness of others of his class. 

4. To arouse and stimulate to a new method of 

study on next losson. 

5. To cultivate the closest habits of attention. 

6. To bring into full play the power of num- 

bers engaged upon same thought. 

7. To supplement by stronger force what the 

pupils gave. 

8. To bring into play the teacher's highest 

powers. 

9. To arouse self-activity, power of independ- 

ent research, acute, critical insight 
that can only be obtained by contact 
with one's fellows striving toward the 
same goal. 

10. To initiate the student into the great secrets 

of combination with his fellows. 

11. To help the struggling boy or girl to ascend 

above his idiosyncracy and achieve the 
universal forms. 



-25— 

12. To learn to suppress the merely subjective, 

and how to square his views to what is 
objective and universal. 

13. To borrow directive powers from others. 

14. To develop the most rapid growth of mental 

independence. 

15. To teach the pupil how to pursue his investi- 

gation. 

Requisites of the Recitation. 

Preparation. 

1. On the part of the teacher in assigning work. 

2. Actual and recent study of the subject by 

both teacher and pupil. 

Proper Place. 

1. A room of sufficient >ize to accommodate all. 
property seated, tastefully furnished 
and ananged. 

Suitable Apparatus. 

1. To make knowledge clear and impress it 

through the sense of sight. 

2. To train the powers of observation. 

Punctuality. 

1. In calling the class to recitation. 

2. In beginning and closing the work. 

Order. 

1. That the mind mav be free to act without 



—26— 

embarrassment. 
2. That there may be no waste of time by in- 
terruption. 

Attention. 

1. Bring before the class things interesting and 

profitable. 

2. So present the subject as to awaken and sus- 

tain interest. 

3. Suffer not the eye to wander. 

4. Win attention by good elocution. 

5. Represent everything to the senses. 

6. Ask appropriate questions. 

7. Hold each member of the class responsible. 

8. Train the members of the class to ask ques- 

tions. 

The Manner of the Teacher. 

1. He should be earnest in his work, 

2. He should have a clear view of the subject. 

3. His position before the class should, as a 

rule, be a standing one. 

4. His voice should be well modulated. 

5. He should not talk too much. 

6. He should not speak too fast. 

7. He should, so far as possible, teach without 

the text-book. 

8. He should vary his methods of teaching. 

9. He should assign topics miscellaneously. 

10. He should often use the written method of 
recitation. 



—27-- 

The Manner of the Pupil. 

1. Every pupil should sit or stand erect during 

recitation. 

2. He should be prompt to answer. 

3. His tone of voice should be pleasant and 

animated. 

Time Devoted to a Recitation. 

1. There should always be sufficient time for 

completing the lesson and giving short 
drill thereon. 

2. Length of time must depend— 

{a) On the subject. 

(&) On the age and the advancement of the 

pupils. 
(c) On the number of recitations. 
Wickersham. pp. 181-184: Raub, pp. 131-138; Bald- 
win, p. 154: Brooks's Methods, p. 47. 

Hethods of Recitation. 

The Interrogative Method. 

1. Advantages. 

{a) Instruction being oral, the pupil has 
the advantage that results from re- 
peated explanations. 

(&) It is usually more animated, hence 
more attractive than other methods. 

{c) It affords the teacher an opportunity 
for adapting the work of instruction to 
the ability and intelligence of the 



-28— 

learner. 

(d) It affords opportunity for original work. 

(e) It gives all an opportunity to recite. 
2. Disadvantages. 

(a) The teacher may spoil the recitation — 

(1) By improper questioning. 

(2) By failing to require exact and com- 
plete answers. 

(3) By talking too much. 

(b) The pupils give short answers and thus 

do not have proper amount of language 
culture. 

(c) The teacher directs the recitation by 

his method of questioning and thus re- 
lieves the pupils from the necessity of 
arranging the matter of the lecitation 
originally. 

The Topical Method. 

1. Oral — Advantages. 

[a) It cultivates language. 

[b) It requires pupils to think. 

[c) It develops the principal points in a 

lesson in iess time. 

[d) It promotes interchange of opinion and 
thus makes the knowledge of one the 
knowledge of all. 

2. Oral — Disadvantages. 

[a) It may not require all to recite. 

(b) It requires a very skillful teacher to 

conduct it properly. 



—29— 

3. Written — Advantages. 

{n) It enables each pupil to recite fully. 
{b) It trains pupils to think connectedly 

and so express themselves in written 

language. 
{c) It trains pupils to observe more closely 

the correct forms of expression. 
[d) It keeps all busy and thus economizes 

time. 

4. Written— Disadvantages. 

[a) It lacks animation.— the pupils soon 
tire of It. 

[b) It lacks the advantage of interchange 

of opinion. 

The Discussion Method. 

1. Advantages. 

{a) It develops thought. 
{b) It acts as an incentive to the thorough 
preparation of the lessoD. 

[c) It induces the student to search for 

knowledge beyond that furnished by 
the text-book, or even by the teacher. 
(rf) It cultivates language. 

2. Disadvantages. 

{a) Some may talk too much or not to the 

point. 
(&) Trivial topics may become the basis of 

discussion. 
(c) The debate may run to personalities. 



—30— 

The Conversational Method. 

1. Advantages. 

[a) It is of advantage when pupils are wide 
awake and anxious to learn. 

{(&) It gives the students that knowledge 
which they most desire and that which 
is most important for them to possess. 

2. Disadvantages. 

{a) Too many questions may be asked 
which do not relate to the lesson. 

(&) Students may ask questions for the 
purpose of avoiding the recitation of 
of the day. 



The Lecture Method. 

1. Advantages. 

la) It is. of special advantage to university 
students who are supposed to have ac- 
quired correct habits of thought and 
study. 

(b) It saves time in large classes. 

2. Disadvantages. 

[a) Only those most closely attentive re- 
ceive any benefit. 

(&) The teacher is unable to determine who 
of his audience comprehend the 
thought. 

Eaub, pp. 116—122; Wickersham, p. 184. 



—31— 

The Art of Questioning. 

Objects of Questioning. 

1. To find out what the pupils know. 

2. To detect and correct errors. 

3. To awaken curiosity. 

4. To test the preparation of the lesson. 

5. To give proper direction to the efforts of the 

learner. 

6. To bring out the essentials of a lesson. 

7. To cultivate attention. 

8. To train pupils to think. 

Laws of Questioning. 

1. Questions should be to the point. 

2. Questions should be clear and concise. 

3. Questions should be adapted to the capacity 

of the pupils and to the subject. 

4. Questions should be varied in form. 

5. Questions should be logical. 

6. Questions should not contain an idea of the 

required answer. 

7. Questions should not be ambiguous. 

8. Questions should not be general. 

9. Do not put questions to show your own 

learning. 
10. Do not ask questions that give a choice be- 
tween two answers. 

Cautions to be Observed in Questioning. 

1. Ask questions only once. 



—32— 

2. Questions should be connected. 

3. Begin the lesson with an easy question. 

4. Questions should be enunciated with dis- 

tinctness. 

5. Put your questions so as to make pupils dis- 

cover truth for themselves. 

6. Pupils should be encouraged to ask questions 

7. Make it a point to reach the inattentive 

pupils. 

8. Do not scold your pupils if they fail to an- 

swer your questions. 

9. Give your pupils time to think, especially 

those who are not able to express them- 
selves promptly. 

10. Do not question your pupils in alphabetical 

order, or in the order in which they are 
seated. 

11. Do not depend on questions found in the 

text-book. 

12. Ask the question before you call the pupil's 

name. 
Raub, pp. 122—129; Wickersham, pp. 190—199. 

School Government. 

Objects. 

1. To preserve order. 

2. To train to self-government. 

Elements of Governing Power. 

1. Good scholarship,— thorough and fresh 



•> 



—33— 

knowledge. 
Skill in teaching and managing. 

3. Heart power,— love for pupils. 

4. Will power,— evenness and uniformity of 

control. 

5. Good eyes and ears. 

6. Common sense. 

7. Positive moral character and life. 

Causes of Disorder. 

1. Lack of proper ventilation. 

2. Lack of equal temperature. 

3. Uncomfortable school houses. 

4. Uncomfortable seating. 

5. Ill health of pupils. 

6. Contagious laughter. 

7. Whispering. 

8. A disorderly teacher. 

9. A suspicious teacher. 

10. Threats and unwise regulations. 

Means of Avoiding Disorder. 

1. Pleasant and attractive surroundings. 

2. A teacher with a cheerful disposition. 

3. Encourage pupils and keep them busy. 

4. Eternal vigilance should be preserved. 

5. A teacher who has confidence in his pupils. 

6. A teacher who is courteous and polite. 

7. Do not worry. 

8. Permit pupils to do favors. 

White, pp. 17—47; Raub, pp. 171—200; Page, pp. 
186—215. 



—34— 

School Punishment. 

Objects. 

1. To reform the wrongdoer and warn others. 

2. To prevent a repetition of the offense. 

3. To prevent wrong- and secure right action. 

Principles Governing Pnnishment. 

1. All punishment must follow the offense. 

2. Punishment must be certain. 

3. Punishment must accord with the nature 

and degree of the offense. 

4. Punishment should be related to the offense 

as effect to cause. 

5. Punishment should be effective but never 

cruel. 
7. The degree of punishment should depend 
upon — 
(a) The nature of the offense. 
(&) The motive of the offender. 

(c) The age and sex of the offender. 

(d) The~health of the offender. 

(e) The disposition of the offender. 

(/) The number of repetitions, especially 
after proper admonition. 

Kinds of Pnnishment. 

1. Proper punishment. 

(a) Private reproof in ordinary cases. 
(&) Public reproof in aggravated cases. 
(c) Isolation of the offender. 



--35— 

(d) Standing for a short time in case of 
restlessness. 

(e) Reparation for injury. 

(/) Deprivation of privileges. 

(g) Detention during a part of recess or 
for a short time after school. This 
should be done only when pupils inter- 
fere with the comforts of others. 

(h) Corporal punishment only in extreme 
cases. 

(i) Temporary suspension by the teacher 
in cases of insubordination or gross 
misconduct. 

(j) Expulsion by the board. 
(Page 76, "School Laws of Kansas.") 
2. Improper Punishment. 

(a) Any school work when assigned merely 
for punishment. 

(b) Any form that involves needless pain. 

(c) Threatening or scolding. 
{d) Ridicule or sarcasm. 

(e) Frequent corporal punishment in any 

form. 
(/) All degrading puuishment. 
(g) Keeping in during an entire recess or 

for a long time after school. 

Cautions in Regard to Punishment. 

{a) Never punish in haste. 
(b) Do not so punish that the sympathy of 
the school will be with the offender. 



—36— 

(c) Do not punish pupils to force them to 
do right, but rather to reform them 
and cause them to do right from princi- 
ple. 
{d) Never punish to gratify your own 

wishes. 
(e) Punishment should never be for ven- 
geance. 
(/) Avoid whipping as a common punish- 
ment for all offences. 
White, pp. 190—217; Raub, pp. 200—231; Baldwin, 
pp. 129—145; Parker, pp. 366—371; Wickersham, pp. 
235—300; Tompkins, p. 158; Page, pp. 216 -261; 
Eosenkranz's Philosophy of Education, pp. 38 — 45. 

Moral Instruction. 

Moral Element in the Schools. 

1. Importance, — place in program. 

2. Psychical facts involved. 

(a) Knowledge awakens feeling. 
(&) The feelings solicit the will. 
(c) The will determines conduct. 



Ends. 



1. To awaken right feelings. 

2. To quicken the conscience. — to train the 

moral sense. 

3. To develop clear moral ideas,— to train the 

moral judgment. 



-37— 

Principles. 

1. The above ends are best attained by means 

of concrete examples. 

2. The effectiveness of examples is increased 

by their beautiful expresson. 

3. Rules of conduct are best presented in the 

form of maxims or proverbs. 

Materials. 

1. Stories, fables, fairy tales, parables, biogra- 

phies, etc. 

2. Literary gems (poetry or prose), songs, pict- 

ures, etc, 

3. Maxims and proverbs,— golden mles of duty. 

Method. 

1. Order or steps. 

(a) Story, to awaken right feelings, etc. 

(b) Literary gem, to ennoble feeling. 

(c) Maxim, to lift feeling to rule or prin- 
ciple. 

2. Spirit,— from heart to heart. 

Course of Instruction-Outline of Lessons 

White, pp. 218-309; Baldwin, pp. 127—129; Pat- 
rick, pp. 184—201; King, pp. 181—188: Tompkins, p. 
183; Tate, pp. 238—254; Rosen kranz, pp. 143—179. 



—38— 

fly Educational Creed. 

1. I believe in the education of the head, the 
hand, the heart. 

2. I believe that man is the only being capable 
of individual, social development. 

3. I believe that there are only three things 
to study — man, nature and institutions. These tak- 
en together can be reduced to one,— God. 

4. I believe that the school is a social institu- 
tion responsible to society. 

5. I believe tbat the school is the apperceptive 
center of the community. 

6. I believe that the child is the rational center 
of all educational activity. 

7. I believe that social life in school involves 
the same principles as social life outside the school. 

8. I believe that the child passes through the 
same experiences through which the race passes. 

6. I believe that education ib a formative proc- 
ess, rather than a drawing out or a building-up proc- 
ess. 

10. I believe that there are five great institu- 
tions of formal education, (1) the family, (2) the 
school, (3) the church, (4) the press, (5) the platform. 

11. I believe that the process of education should 
conform to the order of mind growth. 

12. I believe that the teacher should know the 
three M's,— Matter, Mind, Method. 

13. I believe that teachers must continue to 
be students while they teach, and students should 
be philosophers. 



—39- 

14. I believe that good methods result from close 
observation, generous reading, profound thinking, 
and a deep feeling of responsibility. 

15. I believe that it is the function of the school 
to make the children intelligent as to the state of 
society in order that they may form right social 
ideals, cultivate a social disposition, and form correct 
social habits. 

16. I believe that all studies are pursued for the 
sake of information, discipline and culture. 

17. I believe that memory and imagination look 
to perception for material, therefore the percep- 
tive faculties should be developed early, and trained 
to accurate and quick observation. 

18. I believe that the pupil should know a thing 
because he has found out for himself and not be- 
cause the teacher has told him. 

19. I believe that the will must be developed 
through interest. 

20. I believe that the end of education is the 
completion of the individual. 



Questions. 

Give two reasons for the study of school man- 
agement. 

When is a school in good order? What is the 
effect of wavering discipline upon the moral 
nature of pupils? 
What advantage does the well-informed teach- 



—40— 

er have over other teachers in the management 
of a school? 

4. Name six educational principles which should 
be observed by the teacher? 

5. What is the best method of securing the good 
will and sympathy of parents? 

6. Why is it necessary to study the higher sub- 
jects in order to teach the common branches 
successfully? 

7. Describe your ideal school. 

8. Describe your ideal teacher. 

9. W T hy should reviews be frequent? 

10. How should a teacher proceed to classify a 
school? 

11. Give the professional qualifications of the suc- 
cessful teacher. 

12. What influence should a teacher exert in a 
school district? 

13. What pedagogical principle is involved in the 
discipline of a schoolroom, and how may it be 
enforced? 

14. What is the value of attention as an education- 
al factor, and how may it be secured? 

15. Draw the floor plan of an ideal schoolroom and 
discuss it as to heat, light, ventilation, seating 
and location of furniture and equipments. 

16. How can tardiness at school be lessened? 

17. Make a list of equipments that ought to be 
found in a good school below the high school. 

18. Name five of your favorite books on pedagogy 
and state your reasons for approving them. 



—41— 

19. Why should the teacher frequently use the pro- 
miscuous method of calling upon pupils to 
recite? 

20. What are the principal causes of disorder in 
schools? 

21. What are leading questions? Why should 
they be avoided? 

22. What are the evils common to our country 
schools? 

23. What are the advantages of a program? 

24. In what ways does a skillful teacher assist pu- 
pils in their school work? 

25. Mention three principles to be observed in as- 
signing lessons. 

26. Give three rules for class management, the ob- 
servance of which tends to secure the attention 
of the pupils. 

27. Why is it better to have the light enter a room 
from the north than from any other direction? 

28. Name three conditions necessary to attention 
in a recitation. 

29. Name the advantages and the disadvantages of 
concert recitation. 

30. What means are best to secure a full, prompt, 
and regular attendance? 

31. How would you deal with pupils who enter 
school for the first time? 

32. What is the purpose of discipline in a school? 

33. What is the effect of prize-giving upon a bright 
child? Upon a dull child? 

34. How should swearing on the play ground be 
treated? 



—42— 

35. What important subjects are now being dis- 
cussed in educational periodicals. 

36. Why should a teacher make special preparation 
of the lesson for each recitation? 

37. How far should the teacher assist the pupil in 
the preparation cf his lesson? 

38. Should a teacher limit himself to teaching 
what is in a text- book? Give reasons for your 
answer. 

39. Why should pupils be taught of the uses of the 
dictionary? 

40. Briefly outline a program of exercises for "Ar- 
bor Day." 

41. Mention an advantage, and a disadvantage, of 
industrial training in the public schools. 

42. What should be the aim of an object lesson? 

43. Illustrate the difference between fault-finding 
with a pupil's lesson and criticising it. 

44. How may disorder generally be avoided? 

45. What should be the principal object of the 
teacher during the first day of school? 

46. Name three essentials to success in teaching? 

47. Do you believe in visiting the homes of your 
pupils? Why? 

48. Of what value are the visits of parents to the 
schools? 

49. How can the home help the school? 

50. How can the school help the home? 

51. What is the common aim of the home and the 
school? 

52. State the advantages of the school of a pleas- 



—43— 
ant and convenient schoolhouse? 
o3. Give three advantages that may be secured by 
topical recitations. 



54. Mention three conditions of a schoolroom con- 
ducive to the health of pupils 
In a recitation, what results may be secured by 
asking questions? y 

Why should physical, as well as mental, cult- 
ure be given in all schools? 
57. What is tact? 

■ What objections are there to the self- reporting 
system in scholarship and deportment- 
Name t wo objects of school punishment. 
Should corporal punishment be inflicted in the 
KeT ° f *" SCh °° 1? G ™ ~s for your 

State objections to having many fixed rules for 

sc hool government. 

How car, a sense of right among pup U s be pro- 

State two advantages of examinations. State 
two dangers. 

Name two proper and two questionable incen- 
tives to study. 

In assigning seats to pupils, what principle 
should govern the teacher? 
Why should not a teacher habitually read the 
answer"' 18 ^ a text " b ^ k *ir the pupils to 
Are teachers responsible fcr inattention on the 
part of pupils? Give reasons for your answer. 
Give three cautions to be observed by teachers 



55 

56. 

57 
58 

59 
60 

61. 

62. 
63. 

64. 

65. 

66. 

67. 

68. 



—44— 

to prevent little children from taking cold. 

69. Discuss briefly the conduct of a recitation as 
to (a) the posture of the pupil v when reciting-; 
(b) the answer required; (c) the selection of the 
pupil to recite 

70. Is it a good plan to postpone the infliction of 
punishment? Why? 

71. Give your method for developing patriotism 
among younger pupils. 

72. Mention two detrimental effects resulting to 
the school from the effects of tardiness of 
pupil's. 

73. Discuss: The written recitation embodies the 
spirit of the new education, just as the test 
examination embodied the spirit of the old 
education. 

74. Mention three respects in which questions 
suitable for review work often differ from 
questions suitable for advanced work. 

75. Mention three considerations in determining 
the value of an answer. 

76. Why should the attention of pupils be called 
to current events? 

77. Discuss the advisability of keeping a perma- 
nent record of the miscouduct of pupils. 

78. What control over the pupils should the teach- 
er exercise with reference to their conduct to- 
wards the public? 

79. Name three means by which a teacher may 
produce in the pupil a desire to acquire knowl- 
edge. 



83. 



85. 
86. 



—45— 

80. Name five personal habits that should charac- 
terize the teacher. 

81. What is the teacher's only effective remedy for 
useless worry? 

82. Name advantages of asking- questions, the 
answers to which are to be given after investi- 
gation by the pupils. 

Name three qualities in the teacher upon 
which good discipline depends. 

84. What benefits accrue from calisthenicexercises 
in school? 

Name three causes of injury to the eyes of 
pupils. 

(a) What temperature should be maintained in 
the schoolroom? (b) Where should the ther- 
mometer be placed? 

87. What are the ends to be attained by moral in- 
struction? 

88. What evils result from the teacher's attempt- 
ing to hold the attention of pupils beyond the 
limits of ordinary endurance? 

89. What underlying principles should govern the 
administering of punishment? 

90. State objections to keeping pupils after school 
to make up lessons. 

91. Show how good scholarship of the teacher is 
an element of governing power. 

92. What is the ethical value of music as a school 
exercise? 

Why would you not permit pupils of the same 
grade to study together? 



93 



—46— 

94. Give four examples of improper punishment. 
State why improper. 

95. Why should drill follow the development of an 
idea? 

96. What is the most effective means of teaching- 
moral training in the school? 

97. State two advantages of recesses. 

98. What should be the attitude of a teacher to- 
ward his work? 

99. How can a teacher ascertain what is most 
needed by a pupil? 

100. Discuss: Character is the end of school train- 
ing. 



Sociological Demands Upon the 
Public Schools. 

[Address at the Northeast Kansas Teachers' Association, 
Holton, Kansas, November 25, 1898.] 

There is no phenomenon so bewildering and so 
interesting to man as that of his own evolution in 
society. In his primitive state man was a hunter 
or a fisher. What is now the recreation of the over- 
worked man was the first employment of the race. 
The next state is the pastoral life. The shepherd is 
some in advance of the hunter, still he is near the 
bottom of the ladder. He cannot stop to build a 
house or form society. He must always be ready to 
move. The agricultural state follows the pastoral. 
Necessity is the mother of civilization. Man organ. 



—47- 

izes himself into great societies. He has obtained 
mastery over the whole earth. The brutes are no 
longer his companions and his competitors. He has 
changed the face of continents The resources of the 
earth are his. He has obtained knowledge and now 
turns the whole world into a vast workshop, and nat- 
ure supplies his wants. There appears no end to his 
powers; his knowledge increases and new opportuni- 
ties present themselves for further expansion. 

A new era opens. Progress continues. Man acts in 
co-operation with his fellows, and becomes social in 
his habits through the greater efficiency of his social 
group in the struggle for existence. Rivalry soon 
appears in this social group, and man draws upon 
his resources to keep this rivalry at the highest 
pitch. Those who cannot keep up with the proces- 
sion must stay behind. The weaker disappear be- 
fore the stronger. The rivalry becomes two-sided 
and the individual considers himself a member of 
the social group, and as such labors in the interest 
of society, and at the same time seeks the highest 
development of his own personality. Man under- 
stands his relation to society and may now be con- 
sidered a social individual. 

What do we mean by a social individual? A so- 
cial idividual is one who is continually alive to all 
his duties toward his fellows, and who has the co- 
operative spirit in him. He appreciates the oppor- 
tunities that co-operation opens to him. When he 
has a surplus of wealth, he helps his neighbors, 
builds churches, founds colleges. He aids the for- 



—48— ■ 

tunate as well as the unfortunate. He is willing to 
combine with his neighbors to have good roads, or 
paved streets: to see that conditions of health pre- 
vail, that churches are supported, and above all, he 
wishes to maintain a good school and protect the 
home. He believes in social organizations which 
help men to eject danger. The social individual de- 
sires that the community shall not be dominated by 
a boss, but that the government affairs be so con- 
ducted as to reflect the common honesty and promote 
the general welfare. 

There is a wide difference between a social 
and a socialistic individual. A socialistic 
person believes in socialism. Socialism would put 
the industrial activity of every man under state con- 
trol. The state would be expected to secure a liveli- 
hood for the individual by taking the agency of pro- 
duction into its own control. The Socialist says, "It 
is better to have an i nsurance society to prevent any 
man from suffering." Bellamy's "Military State" 
is an example of the socialistic type. At the time 
when society was threatened by external dangers, 
men were compelled to give up many things they es- 
pecially desired. After the primitive forms have 
been outgrown and the human race has become civ- 
ilized and christianized, the most serious dangers 
which produced these primitive organizations no 
longer exist. Society will not return to them, since 
they have been the greatest obstacles to liberty and 
progress. 

Sociology is not a champion of class interests. 



—49— 

People often talk about the social question as though 
it sought merely how to improve the lot of the labor- 
ing classes. It seems to be so regarded in many 
places, especially in large cities. It is said that in 
Berlin there are three times as many socialists' 
meetings as there are religious meetings; and while 
many churches are almost empty, the socialists have 
large audiences. In New York where eighty per 
cent of the inhabitants are foreigners almost the 
same conditions exist. 

The sociologist is trying to learn what influences 
are available to secure the best life for the great- 
est number. He wants to know what is the best the 
human race can live for. The cause of labor has suf- 
fered because the demands of the laborer have been 
too exclusively in terms of wages and too little in 
terms of manhood. Wealth is sometimes considered 
an evil. It is certainly not the best thing in the 
world, but the best things get into the world with the 
help of wealth. Without wealth, there could be no 
education, no religion. It is a mistake to under- 
value wealth as a social factor. Sociology is con- 
cerned for the laborer in the solution of the social 
question; it does not tell him merely how to produce 
and distribute wealth, but how to attain fullness of 
life. All the elements of humanity reinforce each 
other. Sociology seeks the injury of none, but the 
welfare of all. It is not a cure for all social diseases, 
but it aims to bring about social health. * 

* An Introduction to the Study of Society by Small and 
Vincent, pp. 76-80. 



—50— . 

Of all sciences sociology should benefit man 
most. We are beginning to believe that man as he 
might be, if he would, is not so bad after all. The 
present generation ventures to appropriate the senti- 
ment of Shakespeare's lofty apostrophe for the ex- 
pression of their calm convictions: "What a piece of 
work is man! How noble in reason! How infinite 
in attribute! In form and moving how express and 
admirable! In action how like an angel! In appre- 
hension how like a god! The beauty of the world, 
the paragon of animals!" 

Rapid social changes bring about new educational 
problems. Formerly, every one controlled a pursuit 
independent of others. The masses did as they were 
told. Few leaders were developed. The Greeks 
were a non-social class. Greece became great in the 
products of art, but not in those forms of political 
and industrial activity in which the social spirit is 
an essential element. "Too great for his country," 
was the epitaph written on a Greek tombstone. 
There was no national unity. They finally went to 
pieces on account of their individualism. The Greek 
language itself did not serve to produce political 
harmony. 

It took Germany one thousand years to become a 
national unity. Each petty state was trying to pre- 
serve its non-social individualism. After various 
revolutions had taken place, she became one. The 
present Kaiser, still believing in the divine right of 
kings, is with the young element against the profes- 
sional, which has a tendency to drive the people into 



—51- 
tlie socialists' ranks. 

Sociology demands that the school shall make 
the pupil intelligent as to the state of society. This 
can easily be done in the different school studies, es- 
pecially in history, geography, and literature. It is 
self-evident that pioneer life in America would pro- 
duce a different type of individuality from that of 
the old world. In America men were compelled to 
live alone. The social system of a highly developed 
European state could not be established in the wil- 
derness. The pioneers dwelt in small communities 
in order to protect themselves against Indian incur- 
sions. Every man could believe as his conscience 
dictated. If he was not permitted to think for him^ 
self he could dwell alone in the forest where no one 
would molest him. Our prevailing ideals of charac- 
ter have been determined to a great extent by the 
energetic frontier. It is only in recent years that we 
have copied from European ideals of civilization, es- 
pecially in educational matters. 

There is a great difference between the condi- 
tions of life as they now exist and the non-social 
theories of individuality that prevailed in the days 
of Daniel Boone, Peter Cartwright, and other pio- 
neers. Every part of our country has been taken up 
by settlers. There is no longer a frontier. A hunter 
like Kit Carson has had his day. Large cities have 
sprung up and nearly one-naif of the people of the 
United States live in cities having a population of over 
five thousand One hundred years ago thii ty foreigners 
went to the country where one went to the cit} ; now 



—OS- 
thirty go to the city where one goes to the country. 
The great influx of foreigners has made it impossible 
to adjust our social affairs to our needs. The country 
boy rushes to the city because there is social life in 
the city. In an isolated country we live without so- 
cial life. Ever y village, especially in the eastern 
half of the United States, has its manufactories. 
Co-operation is needed to supply the people with 
pure water and with light, to pave the streets, to 
look after transportation. It sometimes happens 
that a greedy corporation infringes upon the rights 
of the community. When such is permitted to be 
done, a new individuality is needed — a Pingree must 
be elected mayor or governor — to check the power of 
the corporation. A candidate for mayor of Chicago 
made the statement that more money is realized from 
the tax on dogs than from that on street railways. 

Formerly, it was the fear of evil that brought 
men together; now it is the hope of doing good. In 
1776 we fought for ourselves; in 1898 we fought for 
others. This was our opportunity to do good. The 
United States, like the social individual, helped her 
neighbor. We have never been so near the social 
ideal as we are now. We are in a transition period. 
The element of fear has been largely eliminated. 
The pleasure economy is taking the place of the pain 
economy. "Government is an evil," says Herbert 
Spencer, "the less government the better." In a so- 
cial organization this is mainly true, but in a social- 
istic community it must not be construed in the same 
manner. We must admit that the Cubans had 



—53— 

enough of one kind of government. 

History and literature give us examples of so- 
cial life. Civil government is nothing but the his- 
tory of modern democracy. Geography is the basis 
of history, and children should know where the event 
occurred, then be required to interpret the event. 
What led to the event and what changes did it pro- 
duce? Social authority precedes political authority, 
and more attention should be given to the industrial 
and economic conditions, in order to understand fully 
the political situation. History should be as free 
from the march of armies and the clash of arms as is 
consistent with the truth. The soldier is regarded as 
a curiosity. It is only when twentieth century civil- 
ization comes in conflict with fifteenth century stag- 
nation that we need him. Social events are more im- 
portant and interesting than military campaigns. 
We now have a few school histories written from 
the social point of view. 

Geography gives the best picture of social life. The 
teacher should begin with field geography. The 
community should be the text-book. This method 
has been used in Germany for nearly half a century. 
The more excursions taken by the school, the better. 
The landscapes visited should be as simple as possi- 
ble. Commercial geography can be introduced with- 
out difficulty. The community in which the child lives 
may be taken as an apperceptive center. The teacher 
may talk about what farmers buy and sell; what 
about customs, visiting, mutual help? Study the so- 
cial classes based on occupation; employers and em- 



-54— 

ployed, social meetings, observation of the Sabbath, 
behavior in or about the church; social parties, liter- 
ary and debating societies, school exhibitions. How 
far are social relations determined by political sym- 
pathies and antipathies? Social ties based upon 
church connections— how far is this carried? What 
means of transportation are there? Communication 
of knowledge? What about gossip and conversation? 
What are the topics? Kinds of literature read by 
the people? Protective arrangement such as fire de- 
partment, police, board of health, societies to aid the 
sick and injured; societies to protect the children 
and animals. Arrangements for education, condi- 
tion of the public schools; effect of each trade upon 
mental development. * 

* "Catechism tor Social Observation," by Dr.C.R. Henderson. 

The teacher places the children in a position to 
give attention to each group of social phenomena in 
the home, school, playground, farm or factory. 
After the child has mastered his own surroundings 
he may take an imaginary journey; an orange will 
take him to Florida, gold to California, a banana to 
Cuba. 

In the study of botany the plant is examined from 
every standpoint— its parts, the air, moisture, tem- 
perature, chemical qualities of the earth, the lati- 
tude, altitude, influence upon man. We may say 
that a perfect knowledge of any one fact is a perfect 
knowledge of all facts. This is what Tennyson 
meant when he said: 



— 00- 



"Flower in the crannied wall, 
I pluck you out of the crannies, 
Hold you here root and all in my hand. 
Little flower,— but if I could understand 
What you are, root and all, and all in all, 
I should know what God and man is." 

Literature shows ideally man's struggle for and 
against ethical principles. The teacher should not 
talk about literature, bat give the pupil the picture, 
the story, the fairy tale, and let him tell what he 
has found. 

Formerly, the method was "Look, and you will 
find. 1 ' Now the teacher says, "Look, and what do 
you And?" Let the pupil know a thing because he 
has found out for himself, and not because you have 
told him. 

There is nothing more interesting than the dra- 
matic representation of human life. Shakespeare is 
one of our greatest preachers. He pictures human 
life as it is, and helps us to see that men are connect- 
ed by universal bonds of interest and duty. 

Even in arithmetic, the least social of the school 
studies, lessons may be given in measuring, weighing, 
and comparing actual objects observed. Every fac- 
ulty is quickened into action. The child acquires 
not only knowledge, but discipline and culture. 

Sociology demands that the school shall be a so- 
cial institution for the development of efficient social 
habits. 

The superintendent of a large retail store in 

New York, while talking to a friend one day, said: 

"It is not always the most industrious and in- 



—56— 

telligent salesmen who succeed in our business^ 
Sometimes a peculiarity of speech or manner will 
make them distasteful to customers* Note that 
young man who is selling towels, for example. He 
is too familiar. He leans over the counter and 
whispers as if he were the confidential friend of 
every woman who buys a napkin. He means only to- 
urge his wares, but ladies do not like it. They will 
not be served by him again. I shall probably be 
forced to discharge the poor fellow, though he means 
well." 

A trustee of a college was asked why a certain 
professor was held in comparatively light esteem as a 
teacher. "He is a learned man, accurate and earn- 
est in his teaching," said the inquirer, "and an hon- 
orable gentleman. Yet inferior men are advanced 
in general esteem, while he remains just where he 
started ten years ago." - 'There is but one cause of 
his failure," was the reply, ' 'his untidy habits. How 
can it be otherwise with a man who appears before 
his class with soiled linen, a greasy coat, and black 
finger nails? He looks like a tramp. Good and wise 
as he is, he does not command the respect of the 
students." Men and women in every department of 
life find their usefulness impaired by some little 
habit often unconsciously acquired. — Youth's Com- 
panion. 

The main object of education is the formation 
of correct social habits. The teacher should be so- 
cial in his habits. He should give attention to the 
manners and personal habits of his pupils. He 



—57— 

should insist upon neatness of person and dress. Not 
only neatness but regularity, punctuality, industry, 
and silence should be insisted on in the school. The 
general form of all school work is that of obedience. 
The will of the pupil comes into due relation with the 
will of the teacher and yields to its sway. 

Sociology also demands that the pupil shall un- 
derstand his duty to others: courtesy — including 
all forms of politeness, good breeding, modesty, re- 
spect for public opinion, liberality; justice — such 
as integrity, uprightness, righteousness; respect 
for law*. The purpose of law is to protect the inno- 
cent and punish the guilty. If these virtues are en- 
forced there will be proper discipline in the school. 
That the school maintain proper discipline is one of 
the demands of sociology. Lax discipline in a school 
saps the moral character of the pupil. Too strict 
discipline undermines moral character. The pupil 
fears the law but he does not love it. When indi- 
viduals defy authority force must be used. Some 
parents and teachers can personify force without us- 
ing force. Physical force should be used only as a 

last resort. 

Sociology demands that schools shall make 

pupils think. Cicero says, "Man is born for think- 
ing and acting." Some people never think but 
think they do. Boys and girls should learn how to 
think. Ability to think should be the aim of the 
student. Some people think too little and talk too 
much. Is not this often the case with teachers and 
* Dr. W. T. Harris, in "The Third Year Book," National 
Herbart Society, pp. 67-72. 



—58— ' 

pupils? "Boy, what are you doing?" asked a teacher 
of the old school. "I'm thinking." "Stop that at 
once. We don't allow any thinking here. Tell me 
what the book says. " 

Another demand of sociology is that teachers 
shall be trained for their work. The ideals which 
the school creates may be a blessing or a curse. 
Wrong methods of teaching establish wrong habits 
of thinking. Correct methods establish correct 
methods of study. Method is the mother of habit. 
If the pupil does not acquire correct habits in read- 
ing by the time he has reached the fifth grade the 
chances are that he will never acquire them. 

The school should teach that labor is not dis- 
graceful. Some people have little appreciation for 
common labor. A young Englishman once seeing 
Lincoln brush the dust from his sleeve, said, "Mr. 
President, in London no Englishman brushes his own 
coat." 'May I ask," replied the President, "whose 
coat he does brush?" 

Another essential of the social teacher is that of 
supreme sympathy. He should not fret and worry, 
but be cheerful; especially on a rainy day, or on a 
"blue Monday." He should believe with Emerson 
that every day is the best day of the year, and with 
Browning, no matter how many things go amiss, 
"Still God's in heaven, and all's right with the 
world." 

The teacher can do much to promote social pro- 
gress. ] le is not only a leader of pupils but a maker 
of society. The school is a social institution respon- 



—59— 

sible to society. There is no better place for teach- 
ing true citizenship than the public school. -So long 
as the schools are in charge of trained, social teach- 
ers, the safety and welfare of the nation is assured. 




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